coaching and officiating

2. Terms
Diversity – the state of being
different; unlike.

3. Terms
Prejudice – a bias against a race, creed,
group, or the like.

4. Terms
• Stereotyping – an image or conception
held or applied to members of a certain
group.

5. Terms
Maturation – a process of developmental
change characterized by a fixed order of
progression.

7. Age and Physiological Differences
Early adolescence (11 – 14 years)
The average age for the start of the growth spurt is 9.5
years in females and 11.5 years in males

8. Understanding teenagers
• When they go through growth spurt they
experience awkwardness
• Strength increase in both males and females
• Boys and girls steadily improve their
performance
• Sports is important in the lives of this age group.
• Becomes sexually curious
• Physical appearance is exceptionally important
to teens in this group

9. Age and Physiological Differences
Middle adolescence (15 – 17 years)
Mostly physical growth is completed by girls at about
14.5 years and by boys at 16.5 years

10. Understanding teenagers
• Less concerned about their changing bodies
and much more concerned about their sexual
appeal.
• Will assert their independence by
demanding the right to make their own
decision.
• The peer group profoundly influences their
thinking and life choices.
• They are self-centered

11. Age and Physiological Differences
Late adolescence (18 – 21 years)
A period of frequent change and exploration that
covers many aspects of their life: home, family, work,
school, resources, and role.

12. Understanding teenagers
• More secure and understand who they are.
• They are better able to make long-term plans
• Able to function independently
• Willing to seek advice from family and
trusted adults.

13. Maturational differences

14. MATURATIONAL DIFFERENCES
• The physical,
intellectual,
emotional and
socially
difference in
maturity:

15. RECOMENDATION
• Match players
based on
physical
maturity to
reduce risk of
injury to the less
mature

16. RECOMENDATION
• Help the
physically
immature to
understand that
their late
maturity is not
abnormal

17. RECOMENDATION
• Occasionally
give them
opportunity
to learn from
the better
players

18. RECOMENDATION
Encourage their progress rather than focus on
outcome of winning and losing

19. RECOMENDATION
Help them find a
role on the team
that they can fill
well

20. RECOMENDATION
• Never make fun of
players’ physical,
intellectual,
emotional or social
immaturity
• Don't permit other
members of the
team to do so

22. Cultural Differences
CULTURAL HERITAGE
• Diversity in our
society,
communities,
schools and teams is
a strength that may
cause problems
SOCIETY
COMMUNITY
SCHOOL OR
LOCAL CLUB
TEAM

23. Cultural Differences
Stereotypes and
Prejudice
• Put aside prejudice
and learn more
about cultures to
overcome
stereotypes and
better understand
others

24. Cultural Differences
Expectations
• Guard against
communicating
low expectations
based on cultural
differences

25. Cultural Responsive Coaching
• Respect each player’s
cultural heritage
• Be sensitive to cultural
heritage of different
categories of people
• Take time to learn the
differences

26. Cultural Responsive Coaching
• Show respect for them
in your coaching
• Teach athletes to
respect each other’s
cultural heritage
• Find opportunities for
the athletes to share
their cultural heritage
to foster appreciation
of each other

27. Cultural Responsive Coaching
• Have a clear sense of
your cultural heritage
and be mindful of how it
may influence your
coaching
• Do not allow your players
to engage in racist, sexist,
antigay, or homophobic
language
• Be inclusive
• Discipline athletes fairly

28. Cultural Responsive Coaching
Don’t discriminate
against players of racial,
ethnic and social
backgrounds different
from your own, through;
• Less opportunity to
play
• Less opportunity to
communicate with you

29. • Teaching is more push, and Coaching is more pull.
• Teaching is directive. Coaching is non-directive
TEACHING
COACHING

30. COACHING
DIVERSE
ATHLETES

31. 3. GENDER
DIFFERENCES

32. SEX VS GENDER
SEX
• BIOLOGICAL AND
PHYSIOLOGICAL
CHARACTERISTICS THAT
DEFINE MEN AND
WOMEN
 BIOLOGICAL
CHARACTERISTICS,
NAMELY
CHROMOSOMES,
INTERNAL AND
EXTERNAL SEX ORGANS,
AND THE HORMONAL
GENDER
• THE ROLE AND IDENTITY
OF MEN OR WOMEN IN THE
SOCIETY
• THE SOCIALLY
CONSTRUCTED ROLES,
BEHAVIORS, ACTIVITIES,
AND ATTRIBUTES THAT A
GIVEN SOCIETY
CONSIDERS APPROPRIATE
FOR MEN AND WOMEN
• MASCULINITY AND
FEMININITY OF MEN AND

33. GENDER
DIFFERENCES
REFERS TO SOCIALLY
DETERMINED FACTORS THAT
DEFINE MASCULINITY AND
FEMININITY

34. EQUITY VS
EQUALITY
EQUITY
GIVING
EVERYONE
WHAT THEY
NEED TO BE
SUCCESSFUL
EQUALITY
TREATING
EVERYONE THE
SAME.

35. GENDER EQUITY AND
GENDER EQUALITY
GENDER
EQUITY
FAIRNESS OF
TREATMENT FOR
WOMEN AND MEN,
ACCORDING TO THEIR
RESPECTIVE NEEDS
GENDER
EQUALITY
"MEANS THAT WOMEN
AND MEN, AND GIRLS
AND BOYS, ENJOY THE
SAME RIGHTS,
RESOURCES,
OPPORTUNITIES AND
PROTECTION

36. RESEARCH SHOWS THAT MALES AND
FEMALES ARE MORE SIMILAR THAN
DIFFERENT
BOYS AND GIRLS SHOULD BE
COACHED THE SAME

37. COACHING
RECOMMENDATION
• ENCOURAGE GIRLS TO
PARTICIPATE IN SPORTS
• ENCOURAGE YOUR
ORGANIZATION TO PROVIDE
GIRLS AND WOMEN MORE
SPORTS OPPORTUNITIES
• ENCOURAGE GIRLS AND WOMEN
TO PURSUE CAREERS IN
COACHING

38. • SPORTS SHOULD BE AN EQUAL
OPPORTUNITY EMPLOYER
• ENCOURAGE YOUR SPORT
ORGANIZATION TO GIVE MALES
AND FEMALES THE SAME
RECOGNITION FOR
PARTICIPATION IN SPORT.

39. HOMOSEXUALITY
• IS A ROMANTIC ATTRACTION,
SEXUAL ATTRACTION OR
SEXUAL BEHAVIOR BETWEEN
MEMBERS OF THE SAME SEX
OR GENDER.
• AS A SEXUAL ORIENTATION,
HOMOSEXUALITY IS "AN
ENDURING PATTERN OF
EMOTIONAL, ROMANTIC,
AND/OR SEXUAL ATTRACTIONS"

40. SEXUAL
ORIENTATION
• SEXUAL ORIENTATION IS A TERM USED
TO REFER TO A PERSON'S EMOTIONAL,
ROMANTIC, AND SEXUAL ATTRACTION TO
INDIVIDUALS OF A PARTICULAR GENDER
(MALE OR FEMALE).
• LESBIAN – GIRLS ROMANTICALLY AND
PHYSICALLY ATTRACTED TO GIRLS
• GAY – BOYS ROMANTICALLY AND
PHYSICALLY ATTRACTED TO BOYS
• HETEROSEXUAL – MEN AND WOMEN
ROMANTICALLY AND PHYSICALLY
ATTRACTED TO OPPOSITE SEX OR
GENDER

41. HOMOPHOBIA
• THE FEAR, HATRED, DISCOMFORT
WITH, OR MISTRUST OF PEOPLE WHO
ARE LESBIAN, GAY, OR BISEXUAL.
• HOMOPHOBIA CAN TAKE MANY
DIFFERENT FORMS, INCLUDING
NEGATIVE ATTITUDES AND BELIEFS
ABOUT, AVERSION TO, OR PREJUDICE
AGAINST BISEXUAL, LESBIAN, AND
GAY PEOPLE. IT’S OFTEN BASED IN
IRRATIONAL FEAR AND

42. COACHING
RECOMMENDATION
• BE SENSITIVE TO STEREOTYPING THAT MAY LEAD YOU TO MAKE
INVALID ASSUMPTIONS THAT BOYS AND GIRLS SHOULD BE
COACHED DIFFERENTLY BECAUSE OF THEIR GENDER
STEREOTYPING - IS AN OVER-GENERALIZED BELIEF ABOUT A
PARTICULAR CATEGORY OF PEOPLE.
WOMEN WHO ENGAGED IN SPORTS WERE
LESBIANS
• REGARDLESS OF GENDER GET TO KNOW YOUR ATHLETES AS
UNIQUE INDIVIDUALS AND COACH THEM ACCORDINGLY

43. • PROVIDE A SAFE AND FAIR ENVIRONMENT FOR
PLAYERS OF ALL SEXUAL ORIENTATIONS
• COME TO TERM WITH YOUR OWN PREJUDICES
BY LEARNING MORE ABOUT HOMOSEXUALITY
• HAVE POLICIES AGAINST ANTI-GAY AND
HOMOPHOBIC BEHAVIOR

44. 4. SEXUAL
ISSUES
SEXUAL HARASSMENT:
IS ANY UNWELCOME
SEXUAL ADVANCE,
REQUEST FOR SEXUAL
FAVORS, AND
UNWELCOME VERBAL
OR PHYSICAL CONDUCT
OF A SEXUAL NATURE.

45. BEHAVIORS THAT MAY LEAD
CONSTITUTE TO SEXUAL HARASSMENT
• UNWELCOME REMARKS,
JOKES, COMMENTS AND
INNUENDO (WHISPERING
REMARKS ABOUT THE
PERSON’S BODY),
APPEARANCE, SEX, OR
SEXUAL ORIENTATION.
• INQUIRES OF COMMENTS
ABOUT PERSON’S SEX LIFE
• OBSCENE OR SUGGESTIVE
GESTURE

46. • USE OF INAPPROPRIATE OR
DEROGATORY SEXUAL
LANGUAGE
• INAPPROPRIATE PHYSICAL
CONTACT INCLUDING
SEXUALIZED TOUCHING,
KISSING, PATTING AND
PINCHING
• PROMISES OR THREATS
CONTINGENT ON THE
PERFORMANCE OF SEXUAL
FAVORS

47. COACHING RECOMMENDATIONS TO
AVOID SEXUAL HARASSMENT
• DON'T LET YOUR PLAYERS OR
ASSISTANTS ENGAGE IN HARASSMENT
• ASK ATHLETES TO NOTIFY YOU IF THEY
EXPERIENCE OR PERCEIVE YOUR
ACTIONS TO BE HARASSMENT
• THEY SHOULD NOTIFY YOU IF THEY ALSO
EXPERIENCE IT FROM ANY OTHER
PERSON ON THE TEAM

48. • IF YOU ACCIDENTALLY
TOUCH AN
INAPPROPRIATE BODY
PART DURING YOUR
COACHING, DON’T JUST
IGNORE IT. APOLOGIZE
AND MAKE IT CLEAR
THAT THE CTION WAS
UNINTENTIONAL.
• WORK WITH YOUR
SPORT ADMINISTRATOR

49. SEXUAL
RELATIONS
• IT IS ILLEGAL FOR A COACH AND A
PLAYER IN AN EDUCATIONAL
INSTITUTION TO HAVE A SEXUAL
RELATIONSHIP
• A SEXUAL RELATIONSHIP
BETWEEN A COACH AND A
PLAYER IS AN ABUSE OF POWER,
UNETHICAL AND IRRESPONSIBLE

50. COACHING
RECOMMENDATIONS:
•YOU MUST RESIST ANY SUCH
TEMPTATION
•IF THE PLAYER IS A CONSENTING
ADULT, EITHER YOU OR THE PLAYER
SHOULD RESIGN FROM THE TEAM

51. • SENSORY IMPAIRMENTS SENSORY
IMPAIRMENT IS WHEN ONE OF
YOUR SENSES; SIGHT, HEARING,
SMELL, TOUCH, TASTE AND SPATIAL
AWARENESS, IS NO LONGER
NORMAL. EXAMPLES - IF YOU WEAR
GLASSES YOU HAVE A SIGHT
IMPAIRMENT , IF YOU FIND IT HARD
TO HEAR OR HAVE A HEARING AID
THEN YOU HAVE A HEARING
IMPAIRMENT.
•DEAFNESS
•BLINDNESS

52. • PHYSICAL DISABILITIES A PHYSICAL
DISABILITY IS A LIMITATION ON A
PERSON'S PHYSICAL FUNCTIONING,
MOBILITY, DEXTERITY OR STAMINA
• AMPUTATION
• CEREBRAL PALSY
• SPINAL CORD INJURIES
• MENTAL DISABILITIES
• MENTAL RETARDATION
• LEARNING DISABILITIES
• ATTENTION DISORDERS

53. 5. PHYSICAL AND INTELLECTUAL
DIFFERENCES
IMPAIRMENT: ANY LOSS OR ABNORMALITY OF
PSYCHOLOGICAL, PHYSIOLOGICAL OR ANATOMICAL
STRUCTURE OR FUNCTION.
DISABILITY: ANY RESTRICTION OR LACK (RESULTING
FROM AN IMPAIRMENT) OF ABILITY TO PERFORM AN
ACTIVITY IN THE MANNER OR WITHIN THE RANGE
CONSIDERED NORMAL FOR A HUMAN BEING.
HANDICAP: A DISADVANTAGE FOR A GIVEN INDIVIDUAL

54. COMMON DISABILITY GROUPINGS
FOR DISABLED SPORTS
A. SENSORY IMPAIRMENTS
MEANS WHEN ONE OF SENSES; SIGHT,
HEARING, SMELL, TOUCH, TASTE AND SPATIAL
AWARENESS, IS NO LONGER NORMAL. EXAMPLES -
IF YOU WEAR GLASSES YOU HAVE A SIGHT
IMPAIRMENT , IF YOU FIND IT HARD TO HEAR OR
HAVE A HEARING AID THEN YOU HAVE A HEARING
IMPAIRMENT.
1. DEAFNESS- REFERS TO HEARING LOSS

55. B. PHYSICAL DISABILITY
LIMITATION ON A PERSON'S PHYSICAL FUNCTIONING,
MOBILITY, DEXTERITY OR STAMINA.
1. AMPUTATION
THE REMOVAL OF A LIMB BY TRAUMA, MEDICAL ILLNESS,
OR SURGERY
2. CEREBRAL PALSY
IS CONSIDERED A NEUROLOGICAL DISORDER CAUSED BY
A NON-PROGRESSIVE BRAIN INJURY OR MALFORMATION
THAT OCCURS WHILE THE CHILD'S BRAIN IS UNDER
DEVELOPMENT. CEREBRAL PALSY PRIMARILY AFFECTS
BODY MOVEMENT AND MUSCLE COORDINATION
3. SPINAL CORD INJURIES

56. 5. PHYSICAL AND INTELLECTUAL
DIFFERENCES
C. MENTAL ILLNESS
REFERS TO A WIDE RANGE OF MENTAL HEALTH
CONDITIONS, DISORDERS THAT AFFECT THE MOOD,
THINKING AND BEHAVIOR OF A PERSON.
1. INTELLECTUAL DISABILITY (MENTAL RETARDATION)
CHARACTERIZED BY BELOW-AVERAGE
INTELLIGENCE OR MENTAL ABILITY AND A LACK
OF SKILLS NECESSARY FOR DAY-TO-DAY LIVING.
PEOPLE WITH INTELLECTUAL DISABILITIES CAN
AND DO LEARN NEW SKILLS, BUT THEY LEARN THEM

57. 5. PHYSICAL AND INTELLECTUAL
DIFFERENCES
2. ATTENTION DISORDERS
ATTENTION DEFICIT DISORDER (ADD) IS A
NEUROLOGICAL DISORDER THAT CAUSES A
RANGE OF BEHAVIOR PROBLEMS SUCH AS
DIFFICULTY ATTENDING TO INSTRUCTION,
FOCUSING ON SCHOOLWORK, KEEPING UP WITH
ASSIGNMENTS, FOLLOWING INSTRUCTIONS,
COMPLETING TASKS AND SOCIAL INTERACTION

58. 5. PHYSICAL AND INTELLECTUAL
DIFFERENCES
3. LEARNING DISABILITIES
NEUROLOGICALLY-BASED PROCESSING PROBLEMS. THESE
PROCESSING PROBLEMS CAN INTERFERE WITH LEARNING BASIC
SKILLS SUCH AS READING, WRITING AND/OR MATH. THEY CAN ALSO
INTERFERE WITH HIGHER LEVEL SKILLS SUCH AS ORGANIZATION,
TIME PLANNING, ABSTRACT REASONING, LONG OR SHORT TERM
MEMORY AND ATTENTION.
DYSLEXIA
ADHD
NON-VERBAL LEARNING DISABILITIES
DYSCALCULIA

59. 5. PHYSICAL AND INTELLECTUAL
DIFFERENCES
PARALYMPICS
AN INTERNATIONAL SPORTS COMPETITION FOR PEOPLE
WITH PHYSICAL DISABILITIES, THAT HAPPENS EVERY FOUR YEARS
IMMEDIATELY AFTER THE OLYMPICS
SPECIAL OLYMPICS
INTERNATIONAL PROGRAM TO PROVIDE INDIVIDUALS WITH
INTELLECTUAL DISABILITIES WHO ARE EIGHT YEARS OF AGE OR
OLDER WITH YEAR-ROUND SPORTS TRAINING AND ATHLETIC
COMPETITION IN MORE THAN 20 OLYMPIC-TYPE SUMMER AND
WINTER SPORTS

60. COACHING RECOMMENDATION
1. IF YOU’RE COACHING AN ABLE-BODIED TEAM, YOU
SHOULD MAKE REASONABLE ACCOMMODATIONS TO
HELP PEOPLE WITH DISABILITIES TO PLAY ON THE
TEAM.
2. UNDERSTAND THE DISABILITY OF YOUR ATHLETES
3. KNOW YOUR SPORTS WELL, INCLUDING HOW TO
MODIFY IT TO ACCOMMODATE YOUR ATHLETES WITH
DISABILITIES
4. KNOW YOUR ATHLETES WITH DISABILITIES WELL
5. ASK ATHLETES FOR INFORMATION ABOUT WHAT THEY
CAN DO AND HOW TO ADAPT ACTIVITIES

61. COACHING
RECOMMENDATION6. DEVELOP REASONABLE SKILL PROGRESSIONS
BASED ON THEIR DISABILITY.
7. ASSIST ATHLETES WHEN REQUESTED, BUT DO
NOT BECOME OVERBEARING THEM.
8. ALLOW THEM TO EXPERIENCE RISK, SUCCESS
AND FAILURE
9. DO NOT UNDERESTIMATE THEM IN WHAT THEY
CAN DO
10. HAVE A SMALLER COACH-TO-ATHLETE RATIO
WHEN COACHING ATHLETES WITH DISABILITIES

62. QUESTIONS
1. WHAT CAN YOU DO TO BE A
CULTURALLY RESPONSIVE COACH?
2. WHAT CAN YOU DO TO PROMOTE
GENDER EQUITY IN SPORTS?
3. AS A COACH HOW CAN YOU
PROTECT YOURSELF FROM
ACCUSATIONS OF SEXUAL
HARASSMENT?
4. HOW CAN YOU ACCOMMODATE